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Technology University Students’ Attitudes towards the English Graduation Benchmark (EGB): A Comparison between English-major and non-English Major Students
The English Graduation Benchmark (EGB) is a common criterion adopted by many universities in Taiwan, including both comprehensive and technology universities to monitor their graduates’ English ability. However, this common criterion has caused some debates in recent years about its appropriateness and fairness to students from less advantageous backgrounds. Some universities have decided to stop this policy in practice. This study aims to investigate technology university students’ perspectives and attitudes towards the EGB, as well as to compare and contrast the opinions of students from English and non-English departments. A quantitative method was adopted for this study. The questionnaire included: (1) Participants’ background information, (2) their experience of taking the proficiency tests, and (3) their thoughts on the EGB policy. In total, 360 students participated in this study. The results showed that most technology university students agreed with the establishment of the EGB. Students from English and non-English departments had positive attitudes because the benchmark motivated them to learn English in some way. Last but not least, technology university students considered the EGB to be useful for their future career development. This paper considers the possible implications of these findings for universities and the government, and suggests how they might re-conceptualize their policies to make them more sustainable.
Technology University Students’ Attitudes towards the English Graduation Benchmark (EGB): A Comparison between English-major and non-English Major Students
The English Graduation Benchmark (EGB) is a common criterion adopted by many universities in Taiwan, including both comprehensive and technology universities to monitor their graduates’ English ability. However, this common criterion has caused some debates in recent years about its appropriateness and fairness to students from less advantageous backgrounds. Some universities have decided to stop this policy in practice. This study aims to investigate technology university students’ perspectives and attitudes towards the EGB, as well as to compare and contrast the opinions of students from English and non-English departments. A quantitative method was adopted for this study. The questionnaire included: (1) Participants’ background information, (2) their experience of taking the proficiency tests, and (3) their thoughts on the EGB policy. In total, 360 students participated in this study. The results showed that most technology university students agreed with the establishment of the EGB. Students from English and non-English departments had positive attitudes because the benchmark motivated them to learn English in some way. Last but not least, technology university students considered the EGB to be useful for their future career development. This paper considers the possible implications of these findings for universities and the government, and suggests how they might re-conceptualize their policies to make them more sustainable.
Technology University Students’ Attitudes towards the English Graduation Benchmark (EGB): A Comparison between English-major and non-English Major Students
Hsuan-Yau (Tony) Lai (author) / Jih-Fu Tu (author)
2020
Article (Journal)
Electronic Resource
Unknown
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